William G. Jehue Middle School

William G. Jehue
Middle School
CDS Code: 36-67850-6114920
2012-2013 School Accountability Report Card
Principal
Armando Urteaga
aurteaga@rialto.k12.ca.us
District Administration
Harold L. Cebrun, Sr., Ph.D. - hcebrun@rialto.k12.ca.us
Superintendent
James Wallace, Ph.D.
The mission of the Rialto Unified School
District is to provide high levels of learning for
all students and to inspire people to set goals that
maximize their potential.
Deputy Superintendent, Chief of Staff
Mohammad Z. Islam
Associate Superintendent, Business Services
(9
09
Felix Avila
Associate Superintendent, Personnel Services
Associate Superintendent, Educational Services
Robin McIver-Brown
Senior Director, Categorical Services
Jasmin Valenzuela
ucalyptus Ave. • Colt
E
.
N
on, C
1500
A
Rhonda Kramer
Executive Director, Program Improvement
Mark Bline
Senior Director, Student Services
Syeda Jafri
Director, Communication Services
Board of Education
Joanne T. Gilbert
President
Joe Ayala
Vice President
Joseph W. Martinez
Clerk
Edgar Montes
Member
Nancy G. O’Kelley
Member
Micah St. Andrew
Student Member
www.rialto.k12.ca.us
William G. Jehue Middle School
District Vision
The Rialto Unified School District will be a leader in providing a
quality education that prepares all students for their future.
District Core Values
EXCELLENCE: We strive towards excellence in our pursuit of student
achievement.
ACCOUNTABILITY: We are responsible for unleashing the maximum potential of
each student, recognizing that our roles are critical in their success.
DIVERSITY: We embrace and celebrate the diversity, history and collective cultures
in our community.
INTEGRITY: We respect and value our relationships based on honesty and compassion, and we are transparent in our actions.
COMMUNITY: We build positive partnerships for the benefit of our students and community.
SAFETY: We provide a safe educational environment.
923
24
•
Susan Levine, Ed.D.
Senior Director, Personnel Services
77
3
-7
1
2
4
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76 Fax
3
7
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42
District
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9
Mission
Statement
0
• (9
Principal’s Message
Jehue Middle School is unique in many ways, including being the only Rialto Unified school to
serve families from three distinct communities; Rialto, San Bernardino, and Colton. Our physical
plant consists of 45 permanent classrooms, ten portable classrooms, a parent center, a cafeteria/
multipurpose room, a spectacular library, three computer labs, an air-conditioned gymnasium, large
athletic field, and administrative offices. We use these superb facilities to provide our students with
the very best educational experience in Southern California. Jehue offers specialized educational
programs in Gifted and Talented Education (GATE), English Language Development (ELD), Special
Education, and Advancement via Individual Determination (AVID). We value and encourage parent/
community involvement through our School Site Council (SSC), English Learner Advisory Committee
(ELAC), Band Boosters, and Parent Teacher Student Association (PTSA). All our educators pride
themselves on providing their students rigorous, standards-based instruction in all academic areas,
while offering every student access to divergent educational experiences in the arts and music, careertechnical education, and athletics. Doing all of these things allows us to live up to our motto: Giving our
best, never settling for less.
Community & School Profile
Nestled below the San Bernardino Mountains, the City of Rialto lies in the west portion of the San
Bernardino Valley. Rialto is fifty miles to the east of Los Angeles and 100 miles north of San Diego.
Rialto Unified School District served 26,764 students in grades kindergarten through twelve during
the 2012-13 school year. Comprised of 19 elementary schools, five middle schools, three traditional
high schools, one alternative high school, one continuation high school, and a community day
school, the district offers instruction on both traditional and year-round schedules.
1
Published: January 2014
Located in the northwestern quadrant of Colton, Jehue Middle School
operates on a traditional calendar schedule. The school served 1,568 sixth
through eighth grade students during the 2012-13 school year. The student
demographics are illustrated in the chart.
Students have access to the following activities, clubs, and programs:
Anime Club, Jehue Drum Line, Basketball, Soccer, Volleyball, Flag
Football, Track, Field, Cheerleading, Parent Teacher Student Association
(PTSA) Book Fair, Associated Student Body (ASB), Family Math, Literacy
Nights, Family Science Nights.
Enrollment by Student Group
Homework
2012-13
Homework is a fundamental part of the learning process that helps to
develop academic and study skills, as well as promote student responsibility
and self-discipline. Homework is assigned daily for all grade levels and
major subject areas. Each teacher determines the appropriate level of
homework for his or her students. Students are expected to complete their
homework assignments in a timely manner and to the best of their ability.
Parents/Guardians are encouraged to provide a supportive environment
for homework activities and to review homework assignments with their
child.
Percentage
African American
8.4%
American Indian
0.1%
Asian
1.3%
Filipino
0.9%
Hispanic or Latino
85.7%
Pacific Islander
0.3%
White
3.0%
Two or More
0.2%
Class Size
None Reported
0.2%
English Learners
51.4%
Socioeconomically Disadvantaged
80.0%
Students with Disabilities
8.8%
Students receive additional in-class assistance from parent/guardian
volunteers, cross-age tutors, and Book Buddies. The chart shows the
average class size by grade level, as well as the number of classes offered
in reference to their enrollment.
Class Size Distribution
Classrooms Containing:
Average
Class Size
Discipline & Climate for Learning
The goal of Jehue Middle School’s progressive discipline program is to
provide students with opportunities to learn self-discipline through a
system of consistent rewards and consequences for their behavior. The
school-wide discipline plan, which reflects the district’s behavior code,
is implemented in a consistent and positive manner. Well-managed
classrooms, and clearly defined expectations and consequences have
resulted in an environment where learning flourishes. Parents/Guardians
and students are informed of discipline policies at the beginning of each
school year through mass mailings, Back-to-School Night, and the Parent/
Guardian Information Brochure. Rules are reinforced at assemblies and
within each classroom.
Suspensions
Suspension Rate
11-12
10-11
11-12
511
497
545
5662
4682
5061
31.7%
36.0%
21.0%
17.5%
19.0%
7
6
9
77
76
128
0.5%
0.4%
0.6%
0.3%
0.3%
0.5%
Expulsions
Expulsion Rate
12
6
32
-
32
English
28
19
25
6
9
Mathematics
28
14
27
10
9
Science
28
20
28
6
Social
Science
29
9
30
6
13
11
12
13
11
12
13
11
16
-
16
74
-
74
8
24
5
24
11
2
14
5
10
5
25
18
-
12
4
6
13
4
18
16
1
15
4
5
4
1
7
23
-
23
-
11
Attendance, tardy, and truancy policies are clearly stated, consistently
enforced, and consequences are fairly administered. Parents/Guardians
are advised of their responsibilities, including proper notification of when
and why students are absent. The school staff makes daily phone calls
to parents/guardians when children are absent. When a student has
repeated tardies or unexcused absences a letter is mailed home, and a
parent/guardian conference may be scheduled.
In the event of habitual truancy, students may be referred to the District’s
School Attendance Review Board (SARB). The SARB is utilized when
students
have
persistent
Enrollment Trend by Grade Level
attendance
and
behavior
problems in school, and when the
2010-11 2011-12 2012-13
normal avenues of classroom,
6th
449
531
469
school, and district counseling
are not effective. The chart
7th
490
512
532
illustrates the trend in enrollment
8th
481
522
512
at the school over the past three
years.
Student Recognition
Positive recognition creates a learning environment that fosters respect
for the individual and promotes self-esteem. In addition to classroom
prizes and verbal praise, the following awards and recognition programs
are ongoing at Jehue Middle School: Academic Achievement Awards;
Perfect Attendance Awards; Honor Roll, Quarterly; Students-of-the-Month;
California Standards Test (CST) Proficiency and Growth Recognition;
Sports Recognition Pep Rallys.
Extracurricular & Enrichment Activities
School Leadership
Students are encouraged to participate in academic and extracurricular
activities, which are an integral part of the educational program.
William G. Jehue Middle School
11
School districts receive financial support from the state for the education
of the students they serve based on how many students attend each day.
Most importantly, attendance is critical to academic achievement. Student
attendance is carefully monitored to identify those students exhibiting
excessive absences.
12-13
36.0%
13
School Enrollment & Attendance
District
12-13
12
33+
Students
By Subject Area
Suspensions & Expulsions
School
11
21-32
Students
By Grade Level
The suspensions and expulsions table illustrates total cases for the
school and District for all grade levels, as well as the percentage of total
enrollment. Suspensions are expressed in terms of total infractions, not
total number of students, as some students may have been suspended on
several occasions. Expulsions occur only when required by law or when all
other alternatives are exhausted.
10-11
1-20
Students
Leadership at Jehue Middle School is a responsibility shared among
District administration, the principal, instructional staff, students, and
parents/guardians.
2
Published: January 2014
Primary leadership duties at the school have been assumed by Principal
Armando Urteaga. Prior to this position, Mr. Urteaga has served as Dean
of Students and Assistant Principal at the middle school and high school
levels. He is currently in his 15th year as a school administrator. Previously
to this, Mr. Urteaga was a middle school teacher.
Students are tested for the GATE Program at the beginning and the middle
of the year, however teachers can recommend a student to the program at
any time during the school year.
Staff members are encouraged to participate on various committees that
make decisions regarding the priorities and direction of the educational
plan. These teams ensure that instructional programs are consistent with
students’ needs and comply with district goals. Avenues of opportunity
include:
Students with special education needs are accommodated with a variety
of options and in the least restrictive environment possible. An Individual
Education Plan (IEP) is developed for any student with emotional, social,
and/or developmental disabilities. The IEP defines the individualized
instruction a special needs student will receive, which may include
placement in a Special Day Class, the Resource Specialist Program, and/
or sessions with other members of the support staff.
Special Education
• School Site Council
• English Learner Advisory Committee (ELAC)
• PTSA
Parent & Community Involvement
Counseling & Support Staff (School Year 2012-13)
Parents/Guardians and the community are very supportive of the
educational program at Jehue Middle School. Parents/Guardians are
encouraged to become involved in their child’s education by volunteering at
the school, participating in school activities, and joining school committees
and councils.
In addition to academics, the staff strives to assist students in their social
and personal development. Staff members are trained to recognize at-risk
behavior in all students. The school values the importance of on-site
counseling and has procedures in place to ensure that students receive the
services they need. Staff members are devoted to helping students deal
with problems and assisting them to reach positive goals. The counselorto-pupil ratio is 1:523. The chart displays a list of support services that are
offered to students.
Parents/Guardians are asked to attend parent/guardian-teacher
conferences and student/teacher success meetings as they are scheduled.
Jehue Middle School also hosts workshops that help parents/guardians
learn about school operations and how to assist in student success.
Counseling & Support Services Staff
Number of
Staff
Full Time
Equivalent
Academic Counselor
3
3.0
Adaptive PE Specialist
1
0.5
Community Liason
1
1.0
Health Clerk
1
1.0
Language Development
Strategist (LDS)
1
1.0
Library Media
Technician
1
1.0
Nurse
1
0.5
Psychologist
1
0.5
Resource Specialist
Program (RSP) Teacher
3
3.0
RSP Aide
6
2.4
SDC Aide
4
4.0
Special Day Class
(SDC) Teacher
2
2.0
Speech/Language/
Hearing Specialist
1
0.5
Teacher Evaluation & Professional Development
A constructive evaluation process promotes quality instruction and is a
fundamental element in a sound educational program. Evaluations and
formal observations are designed to encourage common goals and to
comply with the state’s evaluation criteria and district policies. Temporary
and probationary teachers are evaluated twice a year and tenured teachers
are evaluated every other year.
Evaluations are conducted by the principal, who has been trained and
certified for competency to perform teacher evaluations. Evaluations
are based on the “California Standards for the Teaching Profession,”
which include the following: Engaging and Supporting all Students in
Learning; Understanding and Organizing Subject Matter for Student
Learning; Assessing Student Learning; Creating and Maintaining Effective
Environments for Student Learning; Planning Instruction and Designing
Learning Experiences for all Students; and Developing as a Professional
Educator.
Due to the state fiscal crisis, additional funding from the State of California
that would provide an opportunity to offer district-wide professional
development through “Buy Back Days” has not been available for the
past three years. Rialto Unified School District (RUSD) has worked
within the state fiscal crisis to provide an alternative plan of action for
staff development, and has established a comprehensive District-wide
Professional Development Center (PDC). The PDC provides ongoing
staff development in a variety of formats throughout the school year
(i.e. after school, on-site, weekends, and during instructional breaks). In
addition to the PDC, teachers have access to online materials as another
alternative professional development format. Finally, with district and union
collaboration, early release/collaboration days have been established
at secondary schools to support RUSD’s commitment to on-going
professional development.
At-Risk Interventions
Students who score “Below Basic” in English/Language Arts on
standardized tests are served through the Language! Intervention Program
throughout the school day. Math/English tutoring is also provided on an
“as-needed” basis.
For additional support in their profession, teachers may enlist the services
of the District’s Beginning Teacher Support and Assessment (BTSA)
support provider and/or the Peer Assistance and Review (PAR) Program.
English Learners (EL)
English Learner (EL) students designated as “Beginning,” “EarlyIntermediate,” and “Intermediate” are assigned to appropriately credentialed
teachers and offered a Structured English Immersion Program. English
Language Development (ELD) instructors, instructional aides, and English
language support teachers provide additional assistance within these
classrooms. “Early-Advanced” and “Advanced” EL students are placed
within mainstream classrooms.
Teacher Assignment
Rialto Unified School District recruits and employs only the most qualified
credentialed teachers.
Teacher Credential Status
School
Gifted & Talented Education (GATE)
The Gifted and Talented Education (GATE) Program is offered to students
in grades six through eight who have been identified through testing
and teacher recommendation. Jehue’s GATE students are offered an
accelerated academic program that provides in-depth and rigorous coursework.
William G. Jehue Middle School
3
District
10-11
11-12
12-13
12-13
Fully Credentialed
59
56
56
1039
Without Full Credentials
0
0
0
1
Working Outside Subject
2
0
0
13
Published: January 2014
Teacher misassignments reflect the number of placements within a school
for which the certificated employee in the teaching or services position
(including positions that involve teaching English Learners) does not hold
a legally recognized certificate or credential. Note: “Misassignments” refers
to the number of positions filled by teachers who lack legal authorization to
teach that grade level, subject area, student group, etc.
Misassignments/Vacancies
Teacher vacancies reflect the number of positions to which a single
designated certificated employee has not been assigned at the beginning
of the year for an entire year.
11-12
12-13
13-14
Misassignments of Teachers of English Learners
0
0
0
Misassignments of Teachers (other)
0
0
0
Total Misassignments of Teachers
0
0
0
Vacant Teacher Positions
0
0
0
Highly Qualified Teachers (School Year 2012-13)
NCLB Compliant Teachers
The Federal No Child Left Behind Act requires that all teachers in core subject areas
meet certain requirements in order to be considered as “Highly Qualified” no later
than the end of the 2006-07 school year. Minimum qualifications include: Possession
of a Bachelor’s Degree, Possession of an appropriate California teaching credential,
Demonstrated competence in core academic subjects.
For more information, see the CDE Improving Teacher and Principal Quality Web
page at: http://www.cde.ca.gov/nclb/sr/tq/.
Note: High-poverty schools have student eligibility of approximately 40 percent
or more in the free and reduced price meals program. Low-poverty schools have
student eligibility of approximately 25 percent or less.
Student Achievement & Testing
% of Core
Academic
Courses
Taught
By NCLB
Compliant
Teachers
% of Core
Academic
Courses
Taught By
Non-NCLB
Compliant
Teachers
School
100.0%
0.0%
District
98.8%
0.2%
High-Poverty Schools in District
99.8%
0.2%
Low-Poverty Schools in District
N/A
N/A
Rialto Unified School District has developed a comprehensive assessment and accountability plan to ensure that information regarding student
performance is used to continuously improve the instructional program and to communicate with parents/guardians about their child’s achievement. In
addition to the Standardized Testing and Reporting (STAR) Program, teachers utilize district Benchmark Assessments, classroom observations, class
work, homework, report cards, and Renaissance Learning Solutions reports to determine whether each student is performing below, at, or above grade
level standards.
English Learner (EL) students take the California English Language Development Test (CELDT) every year until they have been re-classified as “English
proficient.” Some learning-disabled students take the California Alternative Performance Assessment (CAPA) in lieu of the California Standards Test
(CST).
Adequate Yearly Progress (AYP) (School Year 2012-13)
No Child Left Behind (NCLB) is a federal law enacted in January 2002 that reauthorized the Elementary and Secondary Education Act (ESEA). It
mandates that all students (including students who are economically disadvantaged, are from racial or ethnic minority groups, have disabilities, or have
limited English proficiency) in all grades meet the state academic achievement standards for mathematics and English/language arts (ELA) by 2014.
Schools must demonstrate “Adequate Yearly Progress” (AYP) toward achieving that goal. The Federal NCLB Act requires that all schools and districts
meet the following Adequate Yearly Progress (AYP) requirements:
Adequate Yearly Progress (AYP)
• Participation rate on the state’s standards-based assessments
in ELA and mathematics.
School
District
• Percent proficient on the state’s standards-based assessments
Made AYP Overall
No
No
in ELA and mathematics.
• API as an additional indicator.
English English • Graduation rate (for secondary schools).
Met AYP Criteria
Language
Mathematics
Language
Mathematics
Arts
Arts
There are several consequences for schools that do not meet the
Yes
Yes
Yes
Yes
AYP standards, including additional tutoring and replacing of staff. Participation Rate
Students would also be allowed to transfer to schools (within their Percent Proficient
No
No
No
No
district) that have met their AYP, and the former school would be
Yes
No
required to provide the transportation to the new site. Results of API School Results
school and district performance are displayed in the table.
Graduation Rate
N/A
Yes
Standardized Testing and Reporting (STAR)
Program
The Standardized Testing and Reporting (STAR) Program consists of several key components, including the California Standards Test (CST), California
Modified Assessment (CMA) and California Alternate Performance Assessment (CAPA). CST description and scores are reported in detail within the
SARC.
The CMA is an alternate assessment based on modified achievement standards in English/language arts (ELA) for grades three through eleven;
mathematics for grades three through seven, Algebra I and Geometry; and science in grades five and eight, Life Science in grade ten. This test is
designed to assess students whose disabilities preclude them from achieving grade level proficiency of the California content standards with or without
accommodations.
CAPA is given to those students with significant cognitive disabilities whose disabilities prevent them from taking either the CSTs with accommodations
or modifications or the CMA with accommodations. Assessment covers ELA and mathematics in grades two through eleven, and science for grades five,
eight, and ten.
William G. Jehue Middle School
4
Published: January 2014
California Standards Test (CST)
The California Standards Test (CST), a component of the STAR Program, is administered to all students in the spring to assess student performance
in relation to the State Content Standards. Student scores are reported as performance levels: Advanced (exceeds state standards), Proficient (meets
standards), Basic (approaching standards), Below Basic (below standards), and Far Below Basic (well below standards).
The first table displays the percent of students achieving at the Proficient or Advanced level (meeting or exceeding the state standards) in English/
language arts, mathematics, social science, and science, for the most recent three-year period.
The second table displays the percent of students,
by group, achieving at the Proficient or Advanced
level (meeting or exceeding the state standards)
for the most recent testing period.
For detailed information regarding the STAR
Program results for each grade and performance
level, including the percent of students not tested,
see the CDE STAR Results Web site at http://star.
cde.ca.gov.
California Standards Test (CST)
Subject
School
2011
2012
District
2013
2011
2012
State
2013
2011
2012
2013
English/Language Arts
43
43
43
42
44
44
54
56
55
Mathematics
35
30
35
38
39
40
49
50
50
Science
57
55
63
52
52
51
57
60
59
History/Social Science
36
35
34
36
38
37
48
49
49
*Scores are not disclosed when fewer than 10 students are tested in a grade level and/or subgroup.
California Standards Test (CST)
Subgroups
Subject
English/
Language
Arts
Mathematics
History/
Social
Science
Science
District
44
40
51
37
School
43
35
63
34
African American/
Black
35
24
47
23
*
*
*
*
American Indian
Asian
64
71
*
*
Filipino
77
85
*
*
Hispanic or Latino
43
35
64
34
Pacific Islander
White
*
*
*
*
49
40
60
33
Males
38
34
60
30
Females
48
37
67
38
Socioeconomically
Disadvantaged
41
34
64
33
English Learners
8
9
28
5
Students with
Disabilities
16
8
27
3
Migrant Education
*
*
*
*
Two or More
Races
*
*
*
*
*Scores are not disclosed when fewer than 10 students are tested in a grade level
and/or subgroup.
Percentage of Students in Healthy Fitness Zone
Physical Fitness (School Year 2012-13)
In the spring of each year, the school is required by the state to administer a
physical fitness test to all seventh grade students. The physical fitness test
measures each student’s ability to perform fitness tasks in six major areas:
Aerobic Capacity, Body Composition, Abdominal Strength, Trunk Extension
Strength, Upper Body Strength, and Flexibility. Students who either meet or
exceed the standards in all six fitness areas are considered to be physically fit or
in the “healthy fitness zone” (HFZ).
2012-13
Grade Level
Four of Six
Standards
Five of Six
Standards
Six of Six
Standards
7
21.8%
18.7%
26.9%
*Scores are not disclosed when fewer than 10 students are tested
in a grade level and/or subgroup.
Federal Intervention Programs
Federal Intervention Program (School Year 2012-13)
School
Schools and districts receiving Federal Title I funding enter Program Improvement
(PI) if they do not make AYP for two consecutive years in the same content
area (English/language arts or mathematics) or on the same indicator (API or
graduation rate). After entering PI, schools and districts advance to the next level
of intervention with each additional year that they do not make AYP. For detailed
information about PI identification, see the CDE PI Status Determinations Web
page: http://www.cde.ca.gov/ta/ac/ay/tidetermine.asp.
William G. Jehue Middle School
5
Program Improvement (PI) Status
First Year in PI
Year in PI (2013-14)
District
In PI
In PI
2003-2004
2004-2005
Year 5
Year 3
# of Schools Currently in PI
-
16
% of Schools Identified for PI
-
53.3%
Published: January 2014
Academic Performance Index (API)
API School Results
The Academic Performance Index (API) is a score on a scale of 200 to 1,000 that annually
measures the academic performance and progress of individual schools in California. The state
has set 800 as the API score that schools should strive to achieve.
Statewide Rank: Schools receiving an API Base score are ranked in ten categories from 1
(lowest) to 10 (highest), according to type of school (elementary, middle, or high school).
2010
2011
2012
Statewide
4
4
3
Similar Schools
3
8
3
10-11
11-12
12-13
Group
Similar Schools Rank: Schools also receive a ranking that compares that school to 100 other
schools with similar demographic characteristics. Each set of 100 schools is ranked by API
score from 1 (lowest) to 10 (highest) to indicate how well the school performed compared to
similar schools.
All Students at the School
Actual API Change
C
-20
9
Black or African American
The first table displays the school’s statewide and similar schools’ API ranks and API point
changes by student group. “C” means the school had significant demographic changes for that
year. The second table displays, by student group, the Growth API at the school, district, and
state level.
Actual API Change
-
-
-29
-20
12
Hispanic or Latino
Actual API Change
C
Socioeconomically Disadvantaged
Actual API Change
C
-28
7
-18
18
English Learners
Actual API Change
C
Students with Disabilities
Actual API Change
C
-16
-63
2013 Growth API Comparison
School
Number
of
Students
All Students at the School
District
Growth
Score
Number
of
Students
1,431
742
Black or African American
112
Asian
18
Filipino
Hispanic or Latino
White
Socioeconomically Disadvantaged
State
Growth
Score
Number
of
Students
Growth
Score
19,072
751
4,655,989
790
697
2,295
714
296,463
708
842
185
863
406,527
906
13
950
93
885
121,054
867
1,238
742
15,380
753
2,438,951
744
38
747
810
788
1,200,127
853
1,279
732
15,159
743
2,774,640
743
English Learners
750
730
8,499
738
1,482,316
721
Students with Disabilities
124
448
1,918
558
527,476
615
Textbooks & Instructional Materials (School Year 2013-14)
Pursuant to the settlement of Williams vs. the State of California, Rialto Unified School District held a public hearing to determine whether or not each
school had sufficient and good quality textbooks, instructional materials, and/or science laboratory equipment. The date of the most recent resolution of
the sufficiency of textbooks is September 11, 2013.
All students, including English Learners, are
given their own individual textbooks and/or
instructional materials (in core subjects), for use
in the classroom and to take home if necessary.
Additionally, all textbooks and instructional
materials used within the district are aligned
with the California State Content Standards and
frameworks, with final approval by the Board
of Education. The table displays information
collected in November 2013 about the quality,
currency, and availability of the standards-aligned
textbooks and other instructional materials used
at the school.
Additional Internet Access/Public
Libraries
For additional research materials and Internet
availability, students are encouraged to visit
the public libraries located in the cities of Rialto
and Colton, which contain numerous computer
workstations.
District-Adopted Textbooks
Grade
Levels
Subject
Publisher
Series
Adoption
Year
Sufficient
%
Lacking
6th-8th
English
Language
Development
Hampton
Brown
High Point
2002
Yes
0.0%
6th-8th
Health
MacMillan/
McGraw Hill
Health &
Wellness
2006
Yes
0.0%
6th-8th
History/Social
Science
McDougal
Littell
World History
2006
Yes
0.0%
6th-8th
Mathematics
Holt, Rinehart
& Winston
Holt California
Mathematics
2008
Yes
0.0%
6th-8th
Reading
Language Arts
Prentice Hall
Prentice Hall
Literature
2002
Yes
0.0%
6th-8th
Science
Prentice Hall
California
Science
2008
Yes
0.0%
6th-8th
Visual and
Performing
Arts
Davis
Publications
n/a
2007
Yes
0.0%
For a complete list, visit http://www.axiomadvisors.net/livesarc/files/36678506059448Textbooks_1.pdf
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Library Information & Computer Resources
The school’s library, staffed by a full-time library media technician, is stocked with thousands of educational and recreational books, video- and audiotapes, periodicals, and reference materials. Students visit the library on a regular basis with their classes and are encouraged to visit before school and
during breaks. Five computer workstations within the library are connected to the Internet so students are able to access resources and information
online.
Computer skills and concepts integrated throughout standard curriculum prepare students for technological growth and opportunities. Each classroom
contains an average of six Internet-connected computers. Students also have weekly access to three computer labs, which house a combined total of
102 workstations. Students receive computer-assisted instruction on Accelerated Math, as well as software that helps to develop critical thinking skills,
mathematical proficiency, and word processing abilities.
Curriculum Improvement
Jehue Middle School’s curriculum is written in compliance with the state framework and model curriculum standards dictated by the California Department
of Education. The District’s Curriculum Committee is the primary leadership team responsible for monitoring and evaluating the curriculum. Decisions
concerning curriculum improvement are then made through a collaborative effort among school representatives, ensuring that all changes are schoolwide, not isolated to a single class or grade.
Science Laboratory Equipment
Jehue Middle School stocks an adequate supply of Science Laboratory Equipment for its students. Inventory includes, but is not limited to, microscopes,
slides, ring stands, clamps, support rings, utility clamps, test tubes, test tube holders, test tube brushes, crucible tongs, flasks, beakers, and Bunsen
burners. Specific equipment exists for the Earth Science, Life Science, and Physical Science courses. Software for labs and lab demonstrations has
also been provided for all 6th, 7th, and 8th grade courses. Every science teacher has also been provided a laptop and projector to utilize in the science
classroom from grant monies. For a complete listing of inventory, please contact the school office at (909) 421-7377.
School Facilities & Safety
Jehue Middle School, originally constructed in 1998, is currently comprised of 45 permanent classrooms, ten portable classrooms, a parent center, a
cafeteria/multipurpose room, a library, three computer labs, a staff room, a gymnasium, an athletic field, and administrative offices. The chart displays the
results of the most recent school facilities inspection as of December 2013. Any deficiencies listed in the chart are added to the work order process when
time and funding is available.
School Facility Conditions
School Safety
The safety of students and staff is a primary concern of
William G. Jehue Middle School. All visitors to the campus
must sign in at the office and wear a visitor’s pass at all
times. Supervision is provided to ensure the safety of each
student before school, during breaks, at lunch, and after
school. Supervision is a responsibility shared among parent/
guardian volunteers, teachers, and administrators.
To further safeguard the well-being of students and staff, a
comprehensive School Site Safety Plan has been developed
by the School Site Council. The Safety Plan was most
recently updated in March 2012; any revisions and updates
are reviewed immediately with the staff. Key elements of the
Safety Plan focus on the following:
• School rules & procedures
• Disaster procedures/routine & emergency drills
• Current status of school crime
• Notification to teachers
• Child abuse reporting procedures
• School-wide dress code
• Policies related to suspension/expulsion
• Sexual harassment policy
• Safe ingress & egress of pupils, parents/guardians, &
school employees
Date of Last Inspection: 08/29/2013
Overall Summary of School Facility Conditions: Exemplary
Items Inspected
Facility Component
System Status
Good
Systems (Gas Leaks, Mech/
HVAC, Sewer)
X
Interior
X
Cleanliness (Overall
Cleanliness, Pest/Vermin
Infestation)
X
Electrical
X
Restrooms/Fountains
X
Safety (Fire Safety,
Hazardous Materials)
X
Structural (Structural
Damage, Roofs)
X
External (Grounds, Windows,
Doors, Gates, Fences)
X
Fair
Deficiency & Remedial
Actions Taken or Planned
Poor
Aerosols found (no aerosols
are allowed) (remedied)
The school is always in compliance with the laws, rules, and regulations pertaining to hazardous materials and state earthquake standards. Safety drills,
including fire, earthquake, and code yellow are held monthly.
Cleaning Process
The school provides a safe and clean environment for students, staff, and volunteers. The district’s Board of Education has adopted cleaning standards
for all schools in the district. Basic cleaning operations are performed on a daily basis throughout the school year with emphasis on classrooms and
restrooms. A joint effort between students and staff helps keep the campus clean and litter-free. The principal works daily with the school’s custodial staff
to develop sanitation schedules that ensure a clean, safe, and functional learning environment.
Maintenance & Repair
A scheduled maintenance program is administered by the school’s custodial staff on a regular basis, with heavy maintenance functions occurring during
vacation periods. Additionally, a scheduled maintenance program is administered by Rialto Unified School District to ensure that school grounds and
facilities remain in excellent repair. A work order process is used when issues arise that require immediate attention. Emergency repairs are given the
highest priority; repair requests are completed efficiently and in the order in which they are received.
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Published: January 2014
Deferred Maintenance Budget
The district participates in the State School Deferred Maintenance Program, designed to assist school districts with expenditures for major repair or
replacement of existing school building components. Typically this includes roofing, plumbing, heating electrical systems, interior or exterior painting, and
floor systems. In 2012-13, the district did not allocate additional funds toward the deferred maintenance budget.
Teacher & Administrative Salaries (Fiscal Year 2011-12)
The table displays district salaries for teachers, principals, and superintendents,
and compares these figures to the state averages for districts of the same type and
size. The table also displays teacher and administrative salaries as a percent of the
district’s budget, and compares these figures to the state averages for districts of the
same type and size. Detailed information regarding salaries may be found at the CDE
website, www.cde.ca.gov.
School Site Teacher Salaries (Fiscal Year 2011-12)
The table illustrates the average teacher salary at the school and compares it to the
average teacher salary at the district and state.
Average Teacher Salaries
School & District
School
$73,328
District
$71,716
Percentage of Variation
Teachers - Principal - Superintendent
2011-12
District
State
Beginning Teachers
$44,476
$41,462
Mid-Range Teachers
$68,666
$66,133
Highest Teachers
$88,896
$85,735
Elementary School Principals
$105,962
$107,206
Middle School Principals
$111,818
$111,641
High School Principals
$117,332
$122,628
Superintendent
$220,464
$225,176
Salaries as a Percentage of Total Budget
2.2%
School & State
All Unified School Districts
Average Salary Information
Teacher Salaries
37.0%
38.0%
Administrative Salaries
5.0%
5.0%
$69,704
Percentage of Variation
5.2%
District Expenditures & Revenue Sources (Fiscal Year 2011-12)
The table reflects the direct cost of educational services, per average daily attendance,
excluding food services, facilities acquisition and construction, and certain other
expenditures. This calculation is required by law annually and is compared with other
districts state-wide.
Supplemental/Restricted expenditures come from money whose use is controlled
by law or donor. Money designated for specific purposes by the district or governing
board is not considered restricted. Basic/Unrestricted expenditures, except for general
guidelines, are not controlled by law or donor.
For detailed information on school expenditures for all districts in California, see the
CDE Current Expense of Education & Per-pupil Spending Web page at http://www.cde.
ca.gov/ds/fd/ec/. For information on teacher salaries for all districts in California, see
the CDE Certificated Salaries & Benefits Web page at http://www.cde.ca.gov/ds/fd/cs/.
To look up expenditures and salaries for a specific school district, see the Ed-Data Web
site at: http://www.ed-data.org.
Expenditures per Pupil
School
Total Expenditures Per Pupil
$4,921
From Supplemental/Restricted Sources
$1,026
From Basic/Unrestricted Sources
$3,895
District
From Basic/Unrestricted Sources
$926
Percentage of Variation between School & District
320.6%
State
From Basic/Unrestricted Sources
$5,537
Percentage of Variation between School & State
-29.7%
Data Sources
Data within the SARC was provided by Rialto Unified School District, retrieved from the 2012-13 SARC template, located on Dataquest (http://data1.cde.
ca.gov/dataquest), and/or Ed-Data website. Dataquest is a search engine, maintained by the California Department of Education (CDE), which allows
the public to search for facts and figures pertaining to schools and districts throughout the state. Among the data available, parents and community may
find information about school performance, test scores, student demographics, staffing, and student misconduct/intervention. Ed-Data is a partnership of
the CDE, EdSource, and the Fiscal Crisis and Management Assistance Team (FCMAT) that provides extensive financial, demographic, and performance
information about California’s public kindergarten through grade twelve school districts and schools.
District Revenue Sources (Fiscal Year 2012-13)
In addition to general state funding, Rialto Unified School District received state and federal categorical funding for the following support programs:
• Title I, Part A, Educationally Disadvantaged Children
• Title II, Part A, Teacher/Principal Training and Recruiting
• Title III, LEP Student Program
• Title IV, Part A, Safe and Drug Free Schools and Communities
• Title V, Innovative Programs
• Economic Impact Aide (EIA) - Limited English Proficient
Contact Information
Parents/Guardians who wish to participate in William G. Jehue Middle School’s leadership teams, school activities, or become a volunteer may contact
the office at (909) 421-7377. The district’s website (www.rialto.k12.ca.us) provides a variety of resources for parents/guardians, students, and community
members.
William G. Jehue Middle School
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Published: January 2014